Supporting Geometry Lessons with Music: Investigating the Effects on Attitude and Achievement of Basic Eight Students

Abstract

The purpose of the study was to investigate the effect of participation in geometry lesson supported with music on the attitudes and achievements of Basic Eight students in geometry. To guide the study, two research questions and four hypotheses were developed. The research design used was the pre-test-post-test non-equivalent control group. Eighty-eight (88) Basic Eight students from a Conveniently selected school participated in the study. The major findings were: students conceived geometry as being difficult and formula related; geometry lessons supported with music motivate students towards geometry and the gain in geometry achievement of students in the experimental group was much higher than that of the control class. After testing the hypothesis ―There is no significant difference between achievement of students taught Geometry without music and with music‖ using ANCOVA, it was concluded that geometry songs used creatively to support geometry instructions have positive influence on students‘ attitude towards geometry; and that students are likely to make greater achievements in geometry when taught with music as a support. It was recommended that teachers are educated on the effects of music integration on students‘ attitudes and achievements using teacher platforms, mathematics teachers‘ workshops and conferences.